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Lessons from the welding booth: theories in practice in vocational education
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-2231-6386
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0003-3440-8074
2020 (English)In: Empirical Research in Vocational Education and Training, ISSN 1877-6337, E-ISSN 1877-6345, Vol. 12, no 1, p. 1-23Article in journal (Refereed) Published
Abstract [en]

This article reports results from a Learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school. During three iterative cycles, two different theories (Conversational Analysis and Variation Theory) have gradually been incorporated when teaching how to TIG-weld. Through concrete empirical examples from video recorded lessons the article explores how these theoretical perspectives (termed CAVTA) can be used together and integrated in practice when analysing the teaching and learning processes that take shape when teacher and students interact in relation to the object of learning to TIG-weld, and how these theories can be used as didactical tools. The analyses highlights concrete changes in the teacher’s teaching, and it is argued that the approach used in the study can lead to a development where we can find forms for teaching specific subject content within vocational education.

Place, publisher, year, edition, pages
Springer, 2020. Vol. 12, no 1, p. 1-23
Keywords [en]
welding, conversation analysis, variation theory, CAVTA, learning, teaching
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-76502DOI: 10.1186/s40461-020-0087-xISI: 000511704100001OAI: oai:DiVA.org:kau-76502DiVA, id: diva2:1388610
Projects
Konsten att lära sig svetsa
Funder
Swedish Institute for Educational Research, 2017-00056Available from: 2020-01-26 Created: 2020-01-26 Last updated: 2020-02-27Bibliographically approved

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Asplund, Stig-BörjeKilbrink, Nina

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